AZ 1902 FINAL REVISED
Create successful ePaper yourself
Turn your PDF publications into a flip-book with our unique Google optimized e-Paper software.
297
Rieckmann, M. (2018). Learning to
transform the world: key competencies
in ESD. In A. Leicht, J. Heiss, &
W. J. Byun (Eds.), Issues and trends in
Education for Sustainable Development
(pp. 39–59). UNESCO Publishing.
https://unesdoc.unesco.org/ark:/48223/
pf0000261445
Rittel, H. W. J., & Webber, M. M.
(1973). Dilemmas in a general theory of
planning. Policy Sciences, 4(2), 155–169.
https://doi.org/10.1007/BF01405730
Sakız, G. (2014). Özdüzenleme -
Öğrenmeden Öğretime Özdüzenleme
Davranışlarının Gelişimi, Stratejiler ve
Öneriler. Nobel Akademik Yayıncılık.
Schleicher, A. (2018). Social and
Emotional Skills. OECD Edu Skills, 33.
http://www.oecd.org/education/school/
UPDATED Social and Emotional Skills
- Well-being, connectedness and success.pdf
(website).pdf
Schön, D. A. (1984). The architectural
studio as an exemplar of education for
reflection-in-action. Journal of Architectural
Education, 38(1), 2–9. https://doi.
org/10.1080/10464883.1984.10758345
Schön, D. A. (1987). Educating the
Reflective Practitioner: Toward a New
Design for Teaching and Learning in
the Professions (1st ed.). Jossey-Bass
Publishers. http://books.google.com/
books?id=HfSJAAAACAAJ&printsec=frontcover
Schunk, Dale H., & Zimmerman, B.
J. (1994). Self-regulation of learning and
performance: Issues and educational applications.
Lawrence Erlbaum Associates,
Inc.
Sebesta, A. J., & Speth, E. B. (2017).
How should I study for the exam?
Self-regulated learning strategies and
achievement in introductory biology.
CBE Life Sciences Education, 16(2),
1–12. https://doi.org/10.1187/cbe.16-
09-0269
Seferoglu, S., & Akbiyik, C. (2006).
Teaching Critical Thinking. Hacettepe
University Journal of Education, 30,
193–200. https://dergipark.org.tr/tr/
pub/hunefd/102380
Shreeve, A. (2015). Signature pedagogies
in design. In M. Tovey (Ed.), Design
Pedagogy: Developments in Art and
Design Education (pp. 83–92).
Shreeve, A. (2011). The way we were?
Signature pedagogies under threat. In
E. Bohemia, B. B. de Mozota, & L. Collina
(Eds.), CUMULUS // DRS SIG on
Design Pedagogy 1st International Symposium
for Design Education Researchers
(pp. 112–125). Paris Chamber of
Commerce and Industry.
Shulman, L. S. (2005). Signature
pedagogies in the professions. Daedalus,
134(3), 52–59.
Simon, H. A. (1973). The structure
of ill structured problems. Artificial Intelligence,
4(3–4), 181–201. https://doi.
org/10.1016/0004-3702(73)90011-8
Smith, K. H. (2005). Problem-based
learning in architecture and medicine:
Comparing pedagogical models in beginning
professional education. International
Conference on the Beginning
Design Student.
Smith, K. H. (2010). Curiosity and
pedagogy: a mixed-methods study of
student experiences in the design studio.
(Doctoral dissertation). Available from
ProQuest Dissertations & Theses Global
database. (UMI No. 3407362).
Soderstrom, N. C., & Bjork, R.
A. (2015). Learning versus performance:
An integrative review.
Perspectives on Psychological Science,
10(2), 176–199. https://doi.
org/10.1177/1745691615569000
Strauss, A., & Corbin, J. (1994).
Grounded theory methodology: An
overview. In N. K. Denzin & Y. S. Lincoln
(Eds.), Handbook of Qualitative
Research. (pp. 273–285). Sage Publications,
Inc.
Strauss, A., & Corbin, J. M. (1990).
Basics of Qualitative Research: Grounded
Theory Procedures and Techniques. Sage
Publications, Inc.
Sundre, D. L., & Kitsantas, A. (2004).
An exploration of the psychology of the
examinee: Can examinee self-regulation
and test-taking motivation predict consequential
and non-consequential test
performance? Contemporary Educational
Psychology, 29(1), 6–26. https://doi.
org/10.1016/S0361-476X(02)00063-2
Sungur, S., & Yerdelen, S. (2011). Examination
of the self-regulated learning
processes for low and high achievers in
Biology. The New Educational Review,
24(2), 207–215.
Tas, Y., & Sungur, S. (2012). The effect
of problem-based learning on self-regulated
learning: A review of literature.
Croatian Journal of Education, 14(3),
533–560.
Differences in self-regulated learning strategies among industrial design students: A convergent
mixed-methods study